1. Becoming a Reflective Teacher

2. Research & Theory Teacher Reflective Practice Teacher Pedagogical Skill Student Achievement

3. Things Associated with Reflective Teaching Instructional Framework Deliberate Practice Focused Feedback Goal Setting Observations

4. Reflective Practice is Recognized as Important in a Variety of Fields Attorneys Doctors, Nurses Teachers Architects Engineers Mechanics Others?

5. Effective teachers are made, not born. Do you agree or disagree? What’s the role of talent? What’s the role of deliberate practice?

6. Most people are satisfied with competence, and never strive for expertise. Do you agree or disagree?

7. Even small increments in teacher effectiveness can have a positive effect on student achievement. an 8% average improvement in student achievement a 2% improvement in teaching skillful- ness per year 10 years = x

8. “…it is reasonable to expect all teachers to increase their expertise from year to year.”

9. How is flow different from deliberate practice?

10. Consider… Green ActivitiesRed Activities What were you doing that you continually put off until last? What were you doing when you lost track of time?

11. How is flow different from deliberate practice?

12. Deliberate Practice Is highly structured. Aims to improve performance. Is not motivated by pleasant experiences, monetary rewards, or social recognition.

13. Deliberate Practice Involves repetition. Seeks feedback on performance. Is highly mentally demanding. Employs highly focused and specially designed practice activities. May involve a coach to give feedback and help design practice activities.

14. Deliberate Practice is NOT necessarily flow, nor Automaticity Deliberate Practice Avoid automaticity Focus on improvement with conscious attention. Automaticity Get the skill to autopilot Not require prefrontal processing, rather cerebellum. (Ericsson, Roring, & Nandagopal, 2007, p. 24).